OUMH1103

LEARNING SKILLS FOR OPEN

DISTANCE LEARNERS
GROUP COURSEWORK

GROUP MEMBERS’ NAME & 1. CHUA CHIN YIN

MATRIX NUMBER 910216015424002
2. MOHD AIMAN BIN MOHD YUSOF
890912145083001
3. JAMLEVISYON JOUNING
970901126039001

ASSIGNMENT MODE GROUP COURSEWORK

COURSE NAME LEARNING SKILLS FOR OPEN DISTANCE
LEARNERS
COURSE CODE OUMH1103
LECTURER’S NAME
SUBMISSION DATE 4th AUGUST 2019

CONTENTS
No Contents Page Number
1 Contents
2 Task A
3 Task B
4 Task C
5 Task D
6 Bibliography
TASK
A
 AIR POLLUTION

1.0 Introduction

Earth is the most beautiful planet in our solar system as it provided many resources for mankind
and other creatures to survive and thrive. Some examples of the natural resources found on Earth
are air, water, natural gas, iron, coal and petroleum.

With the rapid advancement of technology in our world, we have change the way the
world operates. For instance, we invented car, which used petroleum or gasoline as fuel. We also
invented and used different kind of chemical susbtance in industry sector.

As a consequence of human's rapid spread of industriazation and the growth of the

human population, air pollution was introduced to our environment. Pollution happen when
addition of any substances were added into our environment which alter its natural
composition.It brings threat to our environment.

Harmful gases, particles and biological molecules are the major cause of air pollution.
Some common pollutants found in air pollution are smoke, soot, pollen and carbon
dioxide.These substances reduce our air quality which eventually cause diseases and allergies to
humans and it also bring harm to animals and crops. Human activity are associated to air
pollution, for instance, in many countries, power generation is widely used. Coal-burning power
plants may generate and provide sufficient power to country but it also contribute to air
pollution.

Another pollutant is ammonia, this is a common byproduct from agriculture related

activities. Amonia is one of the most hazardous gases in the atmosphere as it emits harmful
chemicals into our air. We use insecticides and fertilizers in agricultural activities release more
ammonia to our environment. Volcanic eruptions, dust storm and other natural process also
cause air pollution. The sand and fine particular of dust may travel thousand of mile. These
harmful substances are causing chronic respiratory problems.
TASK
B
2.0 Infographics

(Source:https://www.gcedclearinghouse.org/ (Source: https://homeairguides.com/air-

resources/global-citizenship-education-gced- quality/top-12-air-pollution-air-quality-
infographi) infographics-for-you-to-use-and-share)
Based on the figure 1, infographic of Global Citizenship Education, we can know that Global
Citizenship Education empowering global learners of all ages to understand and participation in
project that address global issues of a social, political, economic or environment nature. It also
aims to empower learners to became active promoters in building more peaceful, tolerant,
inclusive and secure societies.
There are 3 key conceptual dimensions of Global Citizenship Education, which are cognitive
skills, socio emotional skills and behavioural skills. Cognition are mainly referring to
memory,understanding and the ability to learn new information. It is a skill to acquire
knowledge, understanding and critical thinking about global, regional, national and local issues
and the interconnectedness and interdependency of different countries and populations. (Source
UNESCO,2015)
The second skills is socio emotional skills. It is a skill that enable learners to recognize
and control their emotions and behaviour, to establish and maintain positive relationships, make
responsible decisions and to solve challenging problems. It also enables learners to have a sense
of belonging to a common humanity, sharing values and responsibilities, empathy, solidarity and
respect for differences and diversity. (Source UNESCO,2015)
The last skill of Global Citizenship Education is behavioural skill. It helps learners to develop
motivation and willingness to take necessary actions and act effectively for a more peaceful and
sustainable world.
Figure 2 is a infographic of Air Pollution. The release of pollutants into our air resulting
air pollution. These air toxics exposed in our air that bring harm to our health. The food and
drinking water we take daily also contain the toxics. Respitory infections is one of the health
effects caused by air pollution. Victim may facing difficulties in breathing, counghing and it
might worsening the victim's existing respitory conditions. Other health effects caused by air
pollution are heart attack, birth defects, lung cancer and also damaging to victim's nerveous
system.
The common air pollutants are produced by industrial processes.Combustion of fossil
fuels drive the industrial process, which also produced ozone and nitrogen oxides, which lead to
air pollution. Cars and trucks also use combustion to harness energry from the fossil fuels. The
combustion process realeses carbon monoxide and other pollutant into the air. Chemical
susbtance is another major cause of air pollution. The chemicals we use for example spray
clearners and perfume are contributes to air pollution.
TASK
C
3.0 Videographics

(Source: https://youtu.be/Bb6IfkMbYZU)

(Source:

( Source: https://youtu.be/e6rglsLy1Ys)
Air pollution consist of chemical or particles in our atmosphere that bring serious health and
environmental threat to us.It is a fact that natural process such as volcanic eruptions, wild fires
and allergen also cause air pollution, but human activities are the major contributor for air
pollution. Human activities create a cycle of air pollution. This cycle start with climate change,
then climate change come with problem of higher temperature which eventually lead to
intensifies some types air pollution.
First, the greenhouse gases. When we burn fossil fuels it release green gases. These gases
emission carbon dioxide, methana, nitrous oxide and fluronated gases into atmosphere. The said
gases trap heat from the Sun in Earth's atmosphere which cause rising of global temperatures.
Second, smog. Smog not only create brown haze that reduce our visibility but also bring
damages to plants, irritates our eyes and damaging our respitory system. Smog can be classfied
as sulfurous smog which is made up of chemical compound called sulfur oxide, and
photochemical smog which is also known as ground level ozone, it is the result of reaction of
sunlight and nitrogen oxides. Nitrogen oxides come from vehicle exhaust and factory emissions.
Third, toxic pollutants such as mercury, lead and benzine that are released during coal
combustion. These chemical substances bring treat to our health such as cancer, reproductive
complication and birth defects.

The pollution is not only impact in our country , it is a global issue. These ongoing global
challenges are impacting to everyone. We need solution that can act beyond national border.
Global citizenship education helps us to learn how to deals with these global issues and also help
us to learni how to live in peace world. Global citizenship eduction is most effective when
learners practice the 3 key conceptual dimensions. The first key conceptual dimension is
cognitve dimension, it is a skill that enable learner to acquire knowledge, understanding and
critical thinking about global, reginal, national and local issues. The second dimension is called
socio-emotional. It enable learner to have a sense of belonging to a common humanity sharing
values and responsibilities, empathy, and repect for all differences and diversity. And lastly, the
behavioural dimension, which is to act effectively and responsible at local and global level for a
more peaceful world.
TASK
D
We live in a globalized world. Every day we can connect with people in different countries.
Different nationalities meaning different cultures and life styles. Our neighbors are no longer the
people who live next door, we are global citizens, and all mankind around the world are our
neighbor now. In another word, in a globalized world, every conflict is ours. Conflicts and war in
countries happen every day but those issues are rarely been reported and make the front page of
our newspapers or lead on the nightly news.

How are we going to do in order to make our world free from conflicts like human rights
violations, inequality and poverty, make our world to become peace and sustainability? GCED
was introduced which it response to these challenges. GCED is an approach that responds to
globalization by expanding the concept of civic education to global society. It emphasis the
ethical values of peace education and human rights education.

In order to support and implement GCED, there are 3 conceptual dimension need to be
practices which are the cognitive, the socio-emotional and the behavioral. By practicing
cognitive, learners able to recognize the global problem and topics in their social, political
cultural and economic dimension, the combine their understanding of people's diverse national,
religious with their own awareness of a common overarching identity as a human. Learner
practice socio-emotional to use their knowledge about global issues in order to convey universal
value like justice, dignity and respect to have a sense of belonging to community of citizens.
Lastly, the behavioral, which is to act responsibly at local, national and global level for a more
peaceful and sustainable world.

“By 2030, ensure that all learners acquire the knowledge and skills needed to promote
sustainable development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a culture of
peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s
contribution to sustainable development” (UNESCO, 2017, p.2)

GCED has determine 17 sustainable goals, which are no poverty, no hunger, good health,
quality education, gender equality, clean water and sanitation, renewable energy. good jobs and
economic growth, innovation and infrastructure, reduced inequalities, sustainable cities and
communities, consumption, climate action, life below water, life on land, peace and justice and
partnerships for the goals. The goal we like to review is air pollution which is link to climate
action and life on land.

(Source: http://www.wegrowwithc3.com/c3-boosts-uaes-contribution-un-sustainable-
development-goals/)

Air pollution is threatening every living thing in the world. It is a mixture of natural and
man-made substances in the air we breathe. It is also an invisible killer that lurks all around us,
preying on the young and old. Natural process like erupting volcanoes, earthquakes, dust storm
and meteorites smashing into the Earth's crust can cause climate change and air pollution.
However the major contribution to air pollution is human activities. We are producing and
consuming more than ever before, and we are generating more and more greenhouse gases.
Climate change and air pollution are closely interlinked. By reducing air pollution we protect
earth from climate change and also protect life on land. Burning fossil fuels release gases and
chemical into the air, which leading to greenhouse gases and raises the earth's temperature. When
heat was increased, smog form and there is more ultraviolet radiation. Smog irritates our eyes
and also brings damage to our lungs especially to the people who work outside. Those who have
asthma or allergies will suffer more as smog can trigger asthma attacks. Air pollution also has
impact on the process of plant evolution by preventing the photosynthesis, with serious
consequences for the purification of the air we breathe.

Air pollution is a global issue, it is not impact on certain areas, but whole world is
suffering from air pollution and the consequence of air pollution which is climate change. As a
global citizen, we need to find solution to overcome it. By using GCED approached, we as the
global citizens need to raise the awareness on the air pollution. We need act effectively, and
together, across the border of country, to reducing the air pollution. We need to know the facts
on the air pollution, what air pollution is, what make pollution, what the effect of air pollution is,
and how to deal with air pollution. We can only find solution once we acquire the relevant
knowledge. Lastly we need to take action at local or global level, for example, we can stop
burning trash and reducing driving vehicle, instead we can car-pool or take public transportation,
those are consider action at local level, for global level, International Kyoto Protocol has adopted
laws to regulate emissions and reduce air pollution. In US, a system called Cap and Trade was
introduced to limit emissions. This system was designed to cap or place a limit on the amount of
pollution of a company is allowed. Once company has exceeded their cap they will be facing a
penalty. Companies that polluted less than their cap could be trade or sell their remaining
allowance of pollution to other companies. In Nepal, the research team was researching and
operates across five fields of activity which are, improving the scientific data basis, identify
measures to reduce risks, involving key stakeholder groups, developing scientific capacities and
raising awareness among policymakers and the public.

Earth is our one and only home, as global citizen it is our duty to take care of our home.
Progress toward achieving the goals depends on the actions of global citizens who are motivated
to uphold the values and vision at the local, national and international levels.
Reference

Andreotti, Vanessa (2006): “Soft versus critical Global Citizenship Education”, in: Policy &

Practice – A Development Education Review, Vol. 3, p. 40–51

Ban Ki-Moon (2012): Global Education First Initiative: www.globaleducationfirst.org/289.htm

OXFAM (2006): Education for global citizenship: A Guide for Schools:

http://www.oxfam.org.uk/~/media/Files/Education/Global

%20Citizenship/education_for_global_citizenship_a_ guide_for_schools.ashx

Reardon, Betty A. (1988): Comprehensive peace education: educating for global responsibility.

New York: Teachers College Press

The New York Times (2016) : Study Links 6.5 Million Deaths Each Year to Air Pollution

https://www.nytimes.com/2016/06/27/business/energy-environment/study-links-6-5-

million-deaths-each-year-to-air-pollution.html

Miller K. A.; Siscovick D. S.; Sheppard L.; Shepherd K.; Sullivan J. H.; Anderson G. L.;

Kaufman J. D. (2007). "Long-term exposure to air pollution and incidence of

cardiovascular events in women". The New England Journal of Medicine. 356 (5): 447–

58
Infographic: 17 goals of GCED. http://www.wegrowwithc3.com/c3-boosts-uaes-contribution-un-

sustainable-development-goals/

YouTube Video: Air Pollution 101 | National Geographic. https://youtu.be/e6rglsLy1Ys

YouTube Video: Conceptual Dimensions of GCED. https://youtu.be/Bb6IfkMbYZU

Infographic: Global Citizenship Education. https://www.gcedclearinghouse.org/resources/global-

citizenship-education-gced-infographi

Infographic: Top 12 Air Pollution & Air Quality Infographics for You to Use and Share.

https://homeairguides.com/air-quality/top-12-air-pollution-air-quality-infographics-for-

you-to-use-and-share

UNESCO (2017): Measurement strategy for SDG Target 4.7, p.2.

http://uis.unesco.org/sites/default/files/documents/gaml4-measurement-strategy-sdg-

target4.7.pdf